325 Final Review

Characteristic of Intellectual Disabilities

Difficulty with…

 - attending to tasks  - reading  - math  - working memory  - self-esteem  

- generalizing information   - transferring information

Adaptive Behaviors

Skills people need to function independently

1. Self Care (Hygiene) 2. Social Skills 3. Communication 4. Home living 5. Work

Causes of Intellectual Disabilities

• Anoxia    - Maternal Infection (drinking while pregnant) 

•   - Genetics (down syndrome)   - Substance abuse/Child neglect/abuse

• - Encephalitis (being bitten by an infected mosquito)

Level of Supports: Intermittent

 Occasional support needed

Level of Supports: Evasive

Constant Support needed 

Level of Supports: Extensive

Ongoing support needed for daily activities

Level of Supports: Limitied

Support needed for specific tasks or situations.

Average IQ level

100 (range is 85-100

Mild IQ

50 - 75

Moderate IQ

35-55

Severe IQ

20 - 40 anything below 20 - 25 is considered profound

Educational Practices (ID)

• Task Analysis (big task broken into smaller tasks)  - Praise - Manipulatives

• Immediate Feedback    - increase reading instruction

     - Priming (introducing lesson before whole group instruction) 

     - more time and repetition 

Emotional and Behavior Disorder

Definition: A condition exhibiting one or more of these characteristics…over a long period of time and it affects educational performance.

a. Inability to learn that cannot be explained through intellectual, sensory or health factors.

b. Inability to build satisfactory interpersonal relationships.

c. Inappropriate behaviors/feelings under normal circumstances

d. Tendency to develop physical symptoms or fears associated with personal or school issues.

Characteristics (EBD)e

• Lack of social skills and relationships  - low self esteem  - negative attitude

• Trouble w/ concentration - low grade pt. average - self destructive behavior 

• frequent absences

Externalizing Characteristics (EBD)

Hitting/Fighting, destroying belongings, acting out, aggression.

Internalizing Characteristics (EBD)

Anxiety, reserved.

FBA

 Functional Behavior Assessment - Identifies why a behavior is happening

BIP

Behavior Intervention Plan - Specifies the actions to take to improve/replace behavior

Educational Practices (EBD)

• Direct Instruction - Positive Behavior Support - Modify Room Arrangement 

• Premack Principle: Uses students preferred activities as reinforcers.

Orthopedic Impairments

An ortho impairment that affects a child's education (ex: cerebral palsy, muscular dystrophy, bone tuberculosis, amputations, fractures)

OHI

Limited strength, vitality or alertness that affects educational performance. Can be chronic or acute (ex: ADHD, Epilepsy, Cancer, Tourettes)

Vitamin to prevent Spina Bifida

Folic Acid

Adaptations (OHI, OI)

• Frequent breaks - Extra Time - Feedback - Flexible Assessments - Accepting Room

Educational Practices (OHI, OI)

• Create a welcoming environment - Visual aids - Direct Instruction - Flexibility 

• Modify activities

Traumatic Brain Injury

An acquired injury to the brain caused by an external physical force resulting in a total or partial functional disability or psychosocial impairment (or both) that effects a child’s educational performance) 

Causes TBI

- falls - car wrecks - sport injuries - collisions - shaken baby syndrome - any other head trauma 

3 Effective Strategies (TBI)

• Allowing for socialization and collaboration amongst peers. 

• Task Analysis: breaking large tasks into smaller more manageable tasks

• Collaborating with professionals.

TBI Characteristics

Physical: Walking, Vision, Speaking, Hearing, Seizures, Headaches

Cognitive: IQ Change, Attention, Memory, Comprehension.

Behavioral: Outbursts, Aggression, Lack of Self Control

Multiple/Severe Characteristics

Cognitive Characteristics: - Challenges in problem solving - Limited Comprehension 

• Delays in learning 

Behavioral: Frustration - Anxiety - Low Self Esteem  - Behavioral challenges

Physical: Motor development - Dependence on others 

MS Educational Practices

 - Hands on - Feedback  - Technology - PBS - Routines - Scaffolding 

Different Assistive Technologies

Computer Access: Voice recognition software - Alternate Keyboards - Word Prediction

Writing: Pencil Grips - Spelling/Grammar Checker - Word Wall

Reading: Talking Device - Predictable texts 

Communication: Eye gaze board - communication board

Vision: Braille Hearing: Hearing Aids Mobility: Wheelchairs 

Chronic

A health issue that develops gradually and persists for a long period of time. Requires ongoing management (treatment)

Acute

A severe health issue that develops suddenly, yet lasts for a short duration. (ex: broken bone)

Congenital

A health condition that has been present since birth.

Acquired

A health condition that develops after birth (not present at birth but develops through environmental factors)

Prenatal

Before Birth

Perinatal

During Birth

Postnatal

Afterbirth

Diplegia

All limbs effected but especially the legs

Hemiplegia

Arms and legs effected but only on one side of the body

Why does autism seem to be a disability that is increasing while others are decreasing? What is the IDEA definition of autism?

The IDEA definition of Autism is ‘a developmental disability that significantly affects verbal and nonverbal communication as well as social interaction.  This affects the child's educational performance.This can be evident as soon as the age of 3. Autism appears to be a disability that is increasing because as time evolves so does our knowledge in regards to Autism and the diagnostic process. Autism is now more researched leading to more knowledge on the diagnosis of Autism and its characteristics. The reason that other disabilities appear to be decreasing is because early intervention has increased, the diagnostic process changing as well as the changes in special education classifications. 

What is collaboration and what are some of the factors involved to make it work effectively?

Collaboration is the interaction between two coequal parties that are voluntarily engaged in decision making working toward the same goal. The most collaborative form is team teaching which is constant back and forth with respect for one another. The factors that allow collaboration to work effectively is volunteering, sharing resources and shared decision making.

What is the definition of traumatic brain injury and what are some concerns/issues. Describe three strategies that have proven to be effective?

The definition of a traumatic brain injury is an acquired injury to the brain caused by external force resulting in partial functional disability, psychosocial impairment or both that affects a child’s education. This can happen through falls, car wrecks, shaken baby syndrome or any other trauma to the head/brain. Some concerns aligned with TBI are seizures, comas, blood clotting, strokes and infections to the brain. Three strategies that have proven to work with students who have traumatic brain injuries is allowing collaboration and socialization which gives the student the chance to practice their social cues. The second is task analysis which is breaking tasks down into smaller more manageable tasks as larger tasks can become overwhelming for those who suffer from a traumatic brain injury. Lastly, is collaboration. As we know collaboration plays a huge role in the education field and in regards to TBI it is important to collaborate with the family, medical professionals etc for the proper accommodations and implementations for the students' circumstances.